LESSON PLAN SECTION TIME

School: 11 GAS A 8:20-9:20

Teacher: 11 GAS B 9:40-10:40
Learning Area: Reading and Writing Skills 11 HUMSS A 10:40-11:40
Semester/Quarter: Second/IV 11 TVL 1:00-2:00
11 ABM 2:00-3:00
I. OBJECTIVES
A. Content Standards
Understands the requirements of composing academic writing and professional
correspondence.
B. Performance Standards
Produces each type of academic writing and professional correspondence following the
properties of well written texts and process approach to writing.
C. Learning Competencies/ Objectives
Identifies the unique features of and requirements in composing texts that are useful across
disciplines
a. Book Review or Article Critique (EN11/12RWS-IVdg-12)

K - Identify the features and requirements of a Book Review or Article Critique

S - Write a Book Review or Article Critique
A - Display biased-free claims

II. CONTENT/LEARNING RESOURCES

Content Purposeful writing in the Disciplines and for
Professions
References
1. Curriculum Guide pp. 3

2. Textbook

3. Online Resources 1. Depedtambayanph.blogspot.com

2. lrmds.deped.gov.ph
3. https://wikipedia.com
4. https://google.com

III. PROCEDURES
A. Before the lesson
a. Preliminary Activities
Greetings
Prayer (Interfaith/Optional)
Checking of attendance
Other instructions
b. Reviewing previous lesson or presenting the new lesson
Ask students to explains how one’s purpose is a crucial consideration in academic and
professional writing
 c. Motivation
Q & A. Ask the students about their favorite book or article, and what they can say
about it.
B. During the lesson
a. Establishing a Purpose for the lesson
Present the lesson objectives. In this lesson, the students will be able to identify
features of and requirements in writing a book review or article critique.
b. Presenting examples/instances of the new lesson
Group the students into 5.
1. Have each group think of a possible topic of a book or article they would like to
review or critique.
2. Have each group prepare an outline (Topic Outline or Sentence Outline)
3. Let each group prepare or write their first draft.

c. Discussing new concepts/practicing new skills #1

1. What topic did you choose? Why that topic or issue?
2. How did you state your claims on the issues?
d. Discussing new concepts/practicing new skills #2
a. Have them define a book review or article critique and explain its features through a
diagram?
b. Teacher’s Input (Discuss book review or article critique writing)
C. After the Lesson
a. Developing Mastery (Leads to Formative Assessment)
Using the same group, have them evaluate their written review or critique using the
reflective checklist
(See attached checklist.)
b. Finding practical applications of concepts and skills in daily living
Based on the written activity they just experienced doing, have them point out the
benefits of preparing first an outline before engaging to the actual writing process
compared to not preparing one.
c. Making generalizations and abstractions about the lesson
1.What is a book review or article critique?
2. What are the parts of a book review or article critique?
3. How are we going to write a book review or article critique?
d. Evaluating Learning
Directions: Write a book review or article critique on any of the topics below.
A. Peer pressure
B. Balangiga Bells
C. Poverty
D. Early Parenting

IV. REMARKS
 V. REFLECTION
A. No. of learners who earned 80% and
above on the formative assessment
B. No. of learners who require additional
activities for remediation
C. Did the remedial lesson work? No. of
learner who caught up with the lesson
D. No. of learner who continue to require
remediation
E. Which of my teaching strategies
worked well? Why did these work?
F. What difficulties did I encounter which
my principal or supervisor can help me
solve?
G. What innovation or localized materials
did I use/ discover which I wish to share
with other teachers?
 Checklist for reflective writing

When assessing a reflective writing report the following is a list of things that the lecturer is looking for.
You don’t need to do all of these; just try some.

The student…
 Gives a brief account of the work and spreads this through the reflection
 Does not solely write about what was done and nothing else
 Shows awareness of how they learnt; possible ways are:
 Learning by reading/research
 Learning by doing/experiment
 Learning by asking other students and by explaining his/her ideas to others
 Learning by asking the lecturer/lab technician questions
 Learning by thinking about the experiment, checking it against the theory and deciding
whether he/she is now satisfied or is still curious
 Learning by making mistakes
 Connects the different ways of learning into Kolb’s learning cycle and judges whether or not this
cycle is applicable to him/her (see http://www.rlo-
cetl.ac.uk:8080/rlo/reflective_writing/reflective_writing.html for information on this)
 Describes something that motivated him/her to learn
 Shows some awareness of his/her learning style and compares this to the result of a learning
style test
 Does not just talk about what was done but focuses more on how an approach was developed
and why decisions were taken
 Criticises his/her work by identifying the good and bad points
 Talks about ideas for next time; shows that he/she will modify behaviour, even in a small way,
based on the experience
 Discusses how the experience has not just improved technical knowledge but has also had
implications for other skills – self learning, communication, team work, etc.
 Has an awareness of the broader picture and how concepts from other modules have fed into
this

Ways to reflect:
Write about something you’ve learnt and how this happened. What did you not know before this
problem, what do you know now and how did you bridge the gap.
Describe something that’s important to you but you’re still not sure about and suggest how you might
find the answer to this question or suggest some possible answers.
What you did well, what went wrong, what would you do different next time
Applications of what you’ve been doing in a wider context/the world
Gibb’s approach to reflection: